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Gumarpi Rahis Pasaribu
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INDONESIA
Jurnal Pendidikan Bahasa dan Sastra
Published by Yayasan Insan Cipta Medan
ISSN : -     EISSN : 30250463     DOI : https://doi.org/10.61721/pebsas.v1i2
Core Subject : Education,
Languange, Linguistic, Communication & Media
Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) is a language and literature education journal that will be managed properly by the Medan Cipta Foundation. Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) can be an alternative choice for researchers and other academics to publish their best writings. In general, Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) will only publish articles that examine language education (Indonesian and all languages in the world and language literature). Writing to be published must go through procedures determined by the Medan Cipta Insan Foundation. Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra) will be published three times within one year ( March, July, and, November), so it is hoped that it can accommodate the enthusiasm of the authors to publish their writings in Jurnal PEBSAS (Jurnal Pendidikan Bahasa dan Sastra. Morphology Syntax Phonology Semantic Pragmatic Language Typology Discourse Analysis Translation Comparative Linguistics History Linguistic Anthropology Linguistic Ecology Applied Linguistic Language Learning
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): March" : 5 Documents clear
Holographic Mobile Applications for English Pronunciation Practice: A Study with Spanish-Speaking Children Zainuddin; Lubis, Syahrul Efendi
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.518

Abstract

This study investigates the impact of a holographic mobile application on improving English pronunciation among Spanish-speaking children. Utilizing a quasi-experimental design, 60 students aged 8–10 were divided into experimental and control groups. The experimental group engaged with a holographic application that projected three-dimensional visualizations of mouth movements, while the control group received traditional pronunciation instruction. After an 8-week intervention, results showed that the experimental group achieved significantly higher gains in pronunciation accuracy, particularly with difficult English phonemes such as /θ/, /ð/, and /v/. Qualitative feedback revealed enhanced learner motivation, increased engagement, and reduced pronunciation anxiety among those using the holographic tool. These findings suggest that holographic mobile applications offer an effective, immersive alternative to conventional methods, especially in supporting young learners facing phonological challenges. The study highlights the potential for integrating emerging technologies into second language acquisition programs and recommends further research on long-term impacts and scalability across diverse learning contexts.
Language Teaching Research: Meta-Analysis of Reading Interventions for English Learners in STIT Al-Ittihadiyah Labuhanbatu Utara Siti Ayu Nurhidayati
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.519

Abstract

This meta-analysis investigates the effectiveness of various reading interventions for English learners, with a focus on students at STIT Al-Ittihadiyah Labuhanbatu Utara. The study synthesizes findings from 15 research articles published between 2010 and 2025. The interventions examined include phonics-based instruction, vocabulary development programs, and reading comprehension strategies. The results reveal that phonics-based interventions had the largest effect on reading fluency and accuracy, especially for younger learners. Vocabulary development programs also showed significant improvements in reading comprehension, while reading comprehension strategies were most effective when combined with phonics or vocabulary interventions. The duration of the intervention and the use of digital tools were found to enhance the effectiveness of the programs. This research contributes to the understanding of effective reading interventions for English learners and provides practical recommendations for educators at STIT Al-Ittihadiyah Labuhanbatu Utara.
Empathetic AI Feedback in English Language Learning: Enhancing Student Engagement and Reducing Anxiety in MAN Labuhanbatu Utara Nursaima Harahap
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.520

Abstract

This study explores the impact of empathetic AI feedback on English language learners at MAN Labuhanbatu Utara, specifically focusing on enhancing student engagement and reducing anxiety. In the context of language learning, anxiety is a significant barrier that can affect students' motivation and performance. The study investigates how AI-driven feedback, which incorporates emotional intelligence, can foster a more supportive and engaging learning environment. A mixed-method approach was used, combining surveys, classroom observations, and interviews. The results indicated a marked reduction in student anxiety, particularly in areas such as fear of making mistakes and peer judgment. Furthermore, students who received empathetic AI feedback exhibited higher levels of engagement, participating more actively in class activities and demonstrating increased motivation. These findings suggest that integrating emotionally supportive AI feedback into language learning can create a more positive and effective educational experience, potentially improving both emotional well-being and academic performance.
Empowering Language Learners: Innovative Strategies for 21st Century English Education Siti Meutia Sari
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.521

Abstract

The rapid evolution of the 21st century has brought significant shifts in the way English language education is approached and delivered. This study explores innovative strategies aimed at empowering language learners to meet contemporary communicative demands and to develop essential 21st-century skills. Utilizing a qualitative descriptive method, the research examines five major strategies: technology integration, project-based learning, storytelling and creative expression, learner autonomy, and gamification. Findings reveal that these strategies not only enhance linguistic proficiency but also promote higher-order thinking skills, learner engagement, creativity, collaboration, and digital literacy. Furthermore, the study highlights the evolving role of educators as facilitators and mentors in creating dynamic, inclusive learning environments. The implementation of these approaches is found to significantly contribute to more effective, relevant, and empowering English language education. This paper concludes that a transformative shift in pedagogical practices is necessary to prepare learners for meaningful participation in an increasingly globalized world.
The Power of Storytelling: Enhancing English Proficiency through Narrative Practices Siti Aisyah
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 1 (2025): March
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i1.522

Abstract

This study explores the use of storytelling as a pedagogical tool to enhance English proficiency among intermediate-level language learners at STIT Al-Ittihadiyah Labuhanbatu Utara. Employing a qualitative classroom-based action research design, the intervention integrated a variety of storytelling activities over ten weeks, including oral narratives, peer storytelling, and digital storytelling projects. Data were collected through pre- and post-tests, classroom observations, reflective journals, and semi-structured interviews. The findings reveal significant improvements in students’ vocabulary development, grammatical accuracy, fluency, and narrative coherence. In addition to linguistic gains, students demonstrated increased motivation, confidence, and engagement with the learning process. The study concludes that storytelling not only supports the linguistic aspects of English learning but also fosters a dynamic, interactive, and emotionally resonant classroom environment. It recommends the strategic integration of storytelling practices, including digital storytelling, into English language instruction to promote more holistic language development.

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